Unit 1 This is his head.教学设计

Module10 Unit1 This is his head教学设计

金山小学李亚雯一、教材分析

本课是《新标准英语》小学三年级第一册Module10 Unit1 This is his head. 它是整个模块的第一课时,也是本模块的重要环节,课型为操练课。它通过让学生在听听,做做,说说,玩玩,演演中学习用英语表达自己身体的各个部位,发展学生的语言表达能力,同时进一步培养他们的语言综合运用能力。本节课主要学习head, arm, hand,leg,foot五个人体部位的单词,并能运用简单的句子进行描述。

二、学情分析

三年级的学生在以前的学习中已经比较熟悉This is…和Point to…句型,对于用英语说自己身体部位和学唱歌曲有更强的参与欲望,这就降低了学生的学习难度。

三、教学目标

1.知识目标:

1)掌握并巩固身体部位的词汇:head, arm, hand, leg, foot 等,以及运用此句型:This is +人称物主代词+名词。

2)能口头运用Point to your head,这类语句发出指令,并能根据指令指出相应的身体部位。

3)能口头运用This is his head.这类语句谈论基本身体部位。

2.技能目标:培养学生听,做,说,读的能力,以及言语表达能力。

3.情感目标:

1)通过让学生了解自己及他人的身体部位,培养学生认真观察周围人和事的良好习惯。

2)教育学生热爱小动物,保护小动物,并保护他们赖以生存的环境。

3)激发和培养学生学英语的兴趣,使其主动参与课堂实践活动,从而培养学生合作意识和集体主义精神。

四、教学重点

1.能听懂会说This is his head/arm/hand/foot/leg.

2.能口头运用Point to your head,这类语句发出指令,并能根据指令指出相应的身体部位。

五、教学难点

1.词汇hand与head的发音区别。

2.形容词性物主代词his 的运用。

六、教具准备:白板课件,单词卡片,文具,头饰等。

七、教学过程及设计意图:

Step1: Warm up

1.Greetings

T: Good morning, boys and girls. How are you?

Divide the class into two groups.

2.Sing a song.

T:Before our class, let’s sing a song “Please Stand Up”, OK?

Ss:Yes!

T:Listen and do.

Ss: OK! (唱歌,做动作)

3. Play a game.

T: Great! You all did a good job. One part for each group. Now let’s pl ay a game, please do as quickly as you can. Pointing game: Point to the door/window/blackboard /desk/chair/a boy/a girl……

[设计意图]:通过唱歌、交流、与学生互动,不但让学生做好上课的心理准备,而且给学生营造英语学习氛围,激活学生的英语思维,而师生间交流能有效地提高学生对旧知识的再现率,为学习新知识埋下伏笔。

Step2: Lead in and Presentation

Activity 1: Learning new words.

T: Today we have an old friend, can you guess who is he?(出示熊猫的身体部位,教师引导学生说)

T:Yes, this is a panda. His name is Panpan. Now let’s introduce his body.

T: Look, What’s this?(出示熊猫的图片)

Ss: head.

T:Yes, This is his head. Follow me, please. Head. Ss: Head.(用多种方式读,小组读、男女分开读、开火车读等) T:This is his head.

Ss: This is his head.(引出his)

同样的方法教arm, hand, leg, foot.

Activity2:Match the right words.

Read all the words after the teacher, and then match the words with right parts.

[设计意图]:利用听听、说说、猜猜的任务形式进行生词的导入,不但能牢牢地吸引学生的注意力,满足他们的好动的心理特点,吸引学生积极主动参与学习。在学习生词时,教师让会说的学生先读,当小老师带读,为他们提供展示的空间。单词的学习并不是简单的教师带学生的机械跟读,而是设计真实的语境,使学生指认、复述的活动中,体验、感知、运用并习得语言。

Step 3: Practice

Listen and act. (在小组间进行听音做动作比赛。)

T:Now children. Let’s play a game. Do you like to play a game?

Ss:Yes.

1.教师发指令 ,学生做动作。

T: Ok, Now I say and you point.

T:Point to your ….(head/leg/foot/arm/hand)

2. 指名学生发指令其余同学做动作。

T: Now, Who wants to be the little teacher?

S1: …

S2: …

[设计意图]:运用listen and act 的游戏来巩固单词,能避免反复跟读让学生产生厌烦的心理,增强学生对单词的记忆;针对小学生注意力不得持续久的特点,设计listen,say and point来操练句型能有力地调动学生的积极性,集中他们的注意力。

Step 4: Consolidation

Task 1: Listen to the dialogue

T: Now let’s welcome our friend Daming, he’ll introduce our old friend Panpan,let’s watch.

Task 2: Read the dialogue in text book.

Read the dialogue with your deskmate.

Task3: Listen, point and find “head, arm, hand, leg, foot.”

Task4: Role play.

T: Who wants to show?/Who wants to try?

[设计意图]:听录音、跟读给学生学习、模仿正确的发音,进一步感受句型。

Step 5: Production

1.Introduce a student with “This is his ____.”

[设计意图]:介绍学生熟悉的人物,给学生学以致用的机会,让学生感受到学习的知识就在生活中,体验到语言的实用性。让学生知道学英语就能用,并且培养学生的综合实践能力。

Step 6: Homework

1. Read the text.

2. Introduce yourself to your parents and say,“This is my head/arm…”

3. Draw a cartoon character you like and introduce him to your parents or friends.

Step 7: Summary and assessment

1.Sum up the new words and sentence of this class.(板书生词及句子)

2.Animals are our friends, so love pandas, love animals. [设计意图]:由学生自己小结本课所学习知识,能反馈出学生对知识的理解和掌握程度。而评价设计能让学生在形成性评价的过程中客观、正确地认识自己,树立学习信心。

Step 8: Blackboard design

Module 10 Unit 1 This is his head.

head.

arm.

This is his hand.

leg. foot.